Definitions of gifted and talented students have been in a state of evolution for some time. Many states rely on the federal interpretation as a guideline for establishing their definitions relating to gifted education. However, the federal definition has gone through a series of metamorphoses with the addition and deletion of various terms and components. This article presents a brief history of the transition of the federal definition for students who are gifted and talented, as well as a description of other definitions that have impacted state definitions. An overview of state definitions in 1990 and 1998 is also presented and analyzed.

Gifted Students With Disabilities Gifted Students With Disabilities A r e We Fin ding Th e m ?

Self-concepts of gifted children were studied using the Piers-Harris Children's Self-concept Scale. No significant differences were found among grades, between sexes, or between students enrolled in such programs. A significant difference was found between the gifted students and the standardization population, suggesting higher self-esteem for the gifted.

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The study focused on the factor structure of the Wechsler Intelligence Scale for Children-Revised for a group of gifted students. The factor structure was remarkably similar to that found for previously studied groups. The stability of the Verbal Comprehension and Perceptual Organization factors, which parallel the Verbal and Performance scales, was maintained. Compositional differences were found on the third factor, which is typically called the Freedom From Distractibility factor. The validity of the test was supported through this investigation.